Please use this identifier to cite or link to this item:
Title: How Learning Outcomes are Measured in Digital Learning Environments in Higher Education
Authors: Kümmel, Elke
Irle, Gabriele
Moskaliuk, Johannes
Kimmerle, Joachim
Cress, Ulrike
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Kümmel, E., Irle, G., Moskaliuk, J., Kimmerle, J., & Cress, U. (2018). How Learning Outcomes are Measured in Digital Learning Environments in Higher Education. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: We investigated how learning outcomes are typically measured in empirical studies of digital learning environments in higher education. A database search of articles published in peer-reviewed journals between January 2000 and May 2017 resulted in n = 356 articles whose abstracts we screened for different types of dependent variables. We identified seven categories of learning outcomes: Self-reports, observable behavior, learning skills, elaboration depth, personal initiative, digital activity, and social interaction. We discuss opportunities for future research on the basis of these categories.
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
388.pdf180.04 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.